In the sciences, there is this universal phenomenon, where students learn in a very pre-conditioned fashion. They are applauded for their memorization skills and knowledge of hard-facts. This is essential to some extent, but a deeper contextualization of information is crucial for life-long, self-directed, holistic learning. Thus, my teaching pedagogy has always revolved around the following concepts: 1) enabling students to document their progress within a course thereby improving self-esteem and self-directed learning, 2) reflection of the course goals and how it ties in with their life’s goals and 3) student success beyond the course itself, which encourages graduation and transfer. In lieu of my teaching pedagogy, I make mindful use of technology to advance student creativity and establish a constructive learning environment. I have made use of Blogs (a Web 2.0 technology), eportfolios, field trips and caly modelling as part of my tecahing pedagogy to enhance student retention.